FLO Workshop Handbook
Includes information on the scope and purpose, learning outcomes, participation guidelines, course activities (including mini-session details!) and content.
Tracking Your Progress
FLO Rubric
Mini-session Facilitation (Facilitator Role)
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Criterion |
Level 1: Needs Improvement |
Level 2: Competent |
Level 3: Accomplished |
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Plan effectively with team member(s) |
Connects with team members late Sends incomplete or disjointed communications Limited availability to devote to planning |
Connects with other team members early Communicates ideas for mini-session early and clearly Participates with team to set up a workable mini-session with instructions, timeline and support suggestions Stays connected with team and FLO facilitators - particularly at crucial times (prior to launch) |
Reviews Back Pocket Strategies, learning outcomes and week’s topic and readings before beginning the design and planning process Proposes workable plan and helps organize how facilitation tasks will be divided among team members
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Communicate goals and roles for mini-session |
Awaits direction from others about how to participate in the development of the mini-session design and instructions |
Assists in defining and communicating mini-session objectives, steps, tasks, timelines and what is expected of participants to successfully complete the mini-session
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Refers frequently to objectives, learning outcomes Develops an effective strategy to keep participants on-task and monitor progress |
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Guide participants through the activity |
Puts minimal effort into collaborating with team member(s) to provide support during mini-session Is difficult to reach when problems or concerns arise |
Monitors mini-session activities Liaises with team members to ensure questions or concerns are answered quickly Identifies when reminders should be posted Posts/coordinates mini-session wrap-up |
Scaffolds the participants’ learning Posts prompts or suggestions to deepen learning or to engage learners |
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Demonstrates strategies to encourage community |
Does not communicate with participant groups Seldom supports or encourages peer-to-peer interactions |
Encourages communication among participants Reframes questions to include the group |
Interjects comments or questions to encourage participants to notice and build on others’ contributions Structures activities that promote peer-to-peer interactions. |
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Reflective Practice |
Focuses on the participants' experience, rather than consider their learning and feedback Does not relate the mini session experience to personal performance as a facilitator |
Documents the facilitation experience thoroughly Shows thoughtful consideration of participants' learning and overall experience
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Considers the intended learning outcomes when reflecting on participants' learning Offers insights into personal growth and future practice |
General Participation (Participant Role)
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Criterion |
Level 1: Needs Improvement |
Level 2: Competent |
Level 3: Accomplished |
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Relevance
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Contributions are not related to the topic or readings Remarks tend to be short |
Contributions offer new insights and prompt further discussion Ideas from the readings are incorporated |
Demonstrates understanding of readings and contributions of others Takes the discussion to a deeper level by asking questions or drawing conclusions |
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Foster the development of online community
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Rarely acknowledges others’ contributions, or does so without building on their ideas (e.g. “I agree”) Responds only when directly questioned Tends to post from a personal perspective
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Demonstrates awareness of the role of community in learning Regularly responds to other participant’s postings Provides feedback each week to mini-session facilitators Reaches out to help other participants when possible |
Postings in forums are inclusive Substantial and frequent contributions weave together and extend ideas Frequently attempts to motivate group discussion
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Engages in the activities
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Infrequent participation Little or no communication with peers or co-facilitators Absent without communicating schedule or unexpected situations
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Participates in each mini-session (or informs others of inability to participate) Provides feedback to mini-session facilitators |
Contributions are timely, considerate, and aim to advance learning and facilitation skills Encourages others to participate, developing/demonstrating facilitator skills |
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Reflective practice
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Reflections on the workshop experience and activities are infrequent or very brief
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Regularly shares selected journal items that highlight personal learning and insights |
Notices key ideas and strategies from both readings and colleagues, and considers implications for practice |